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The effects of pre‐first‐grade programs on student reading and mathematics achievement
Author(s) -
Southard Nancy A.,
May Deborah C.
Publication year - 1996
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199604)33:2<132::aid-pits6>3.0.co;2-t
Subject(s) - reading (process) , psychology , mathematics education , academic achievement , student achievement , achievement test , developmental psychology , standardized test , political science , law
Pre‐first programs and grade retentions have been ways that school personnel have attempted to address the problem of school failure. However, the benefits of these practices on student achievement have not been consistently supported in the research literature. This study investigated both the short‐ and long‐term effects of pre‐first programs on students' academic achievement in reading and mathematics, using three comparison groups. No significant differences were found in six of the eight analyses conducted, indicating few, if any, positive effects from the pre‐first program. © 1996 John Wiley & Sons, Inc.